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Jean Baptiste Point DuSable: The Enterprising Pioneer

Establishing a Business in the Middle of Nowhere

Content Focus

Jean Baptiste Point DuSable was an enterprising pioneer who had the determination to establish a business in the middle of nowhere. He had the vision and forethought to see the potential for the profitable exchange of commerce. As a result of his actions, his trading post for goods and supplies became a hub that inspired other settlers and indigenous groups to build permanent settlements near his trading post and grow the region. In this skills-based lesson module that is aligned to the Common Core State Standards (CCSS) and supports literacy development, students will analyze a variety of informational texts to learn more about the life of DuSable, his migration to Chicago, and his path taken toward entrepreneurship. Students will also create a digital presentation that reflects their understandings of the characteristics and challenges of being an entrepreneur and the lasting legacies of DuSable’s efforts.

Lesson Understandings Students will understand that:

Entrepreneurs are not born but become so as a result of their experiences.

Entrepreneurs possess a mind-set that motivates them to take risks and

overcome adversity.

Instructional Resources

Discovering DuSable Digitally: http://virtualdusable.com/index.html

What Is an Entrepreneur? Are You One?:

http://www.forbes.com/sites/petercohan/2012/06/04/what-is-an-entrepreneur-are-

you-one/

concept definition map:

http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

identity chart

world map

Sources/Additional Resources

Bright Future: 25 Young Black Innovators:

http://www.theroot.com/multimedia/bright-future-25-young-black-innovators

The Root’s Young Futurists List for 2012: http://www.theroot.com/young-futurists-

2012

10 Young Entrepreneurs to Watch Out For:

http://www.blackenterprise.com/small-business/10-young-entrepreneurs-to-

watch-out-for/

http://virtualdusable.com/index.html

http://www.forbes.com/sites/petercohan/2012/06/04/what-is-an-entrepreneur-are-you-one/



http://www.theroot.com/multimedia/bright-future-25-young-black-innovators

http://www.theroot.com/young-futurists-2012

http://www.theroot.com/young-futurists-2012

http://www.blackenterprise.com/small-business/10-young-entrepreneurs-to-watch-out-for/

http://www.blackenterprise.com/small-business/10-young-entrepreneurs-to-watch-out-for/

30 Most Influential Entrepreneurs of 2011: http://under30ceo.com/30-most-

influential-young-entrepreneurs-of-2011/

Top 15 Young Female Entrepreneurs and Their Rising Companies:

http://under30ceo.com/top-15-young-female-entrepreneurs-and-their-rising-

companies/

Ten Young African Millionaires:

http://www.forbes.com/sites/mfonobongnsehe/2012/07/11/ten-young-african-

millionaires-to-watch/

30 Under 30: Africa’s Best Young Entrepreneurs:

http://www.forbes.com/sites/mfonobongnsehe/2013/02/23/30-under-30-africas-

best-young-entrepreneurs/4/

Black Entrepreneur’s Hall of Fame:

http://blackentrepreneurshalloffame.blogspot.com/

Top 10 Latino and Hispanic Entrepreneurs: http://www.inc.com/ss/2011-inc-

5000-top-10-latino-and-hispanic-entrepreneurs

10 Inspirational Child Entrepreneurs: http://www.cosmoloan.com/investments/10-

inspirational-child-entrepreneurs.html

Top 25 Young Entrepreneurs Success Stories: http://juniorbiz.com/top-25-young-

entrepreneurs

Young Teen-Age Millionaire Entrepreneurs:

http://www.myjourneytobillionaireclub.com/2010/04/young-teen-age-

millionaire.html

Successful and Famous Black Entrepreneurs:

http://www.brighthub.com/office/entrepreneurs/articles/62626.aspx

Creating Teen Entrepreneurs: http://www.tnj.com/entrepreneurs/creating-teen-

entrepreneurs

33 Entrepreneurs Who Make This World a Better Place:

http://ideamensch.com/33-entrepreneurs-who-make-this-world-a-better-place/

http://under30ceo.com/30-most-influential-young-entrepreneurs-of-2011/

http://under30ceo.com/30-most-influential-young-entrepreneurs-of-2011/

http://under30ceo.com/top-15-young-female-entrepreneurs-and-their-rising-companies/

http://under30ceo.com/top-15-young-female-entrepreneurs-and-their-rising-companies/

http://www.forbes.com/sites/mfonobongnsehe/2012/07/11/ten-young-african-millionaires-to-watch/

http://www.forbes.com/sites/mfonobongnsehe/2012/07/11/ten-young-african-millionaires-to-watch/

http://www.forbes.com/sites/mfonobongnsehe/2013/02/23/30-under-30-africas-best-young-entrepreneurs/4/

http://www.forbes.com/sites/mfonobongnsehe/2013/02/23/30-under-30-africas-best-young-entrepreneurs/4/

http://blackentrepreneurshalloffame.blogspot.com/

http://www.inc.com/ss/2011-inc-5000-top-10-latino-and-hispanic-entrepreneurs

http://www.inc.com/ss/2011-inc-5000-top-10-latino-and-hispanic-entrepreneurs

http://www.cosmoloan.com/investments/10-inspirational-child-entrepreneurs.html

http://www.cosmoloan.com/investments/10-inspirational-child-entrepreneurs.html

http://juniorbiz.com/top-25-young-entrepreneurs

http://juniorbiz.com/top-25-young-entrepreneurs

http://www.myjourneytobillionaireclub.com/2010/04/young-teen-age-millionaire.html

http://www.myjourneytobillionaireclub.com/2010/04/young-teen-age-millionaire.html

http://www.brighthub.com/office/entrepreneurs/articles/62626.aspx

http://www.tnj.com/entrepreneurs/creating-teen-entrepreneurs

http://www.tnj.com/entrepreneurs/creating-teen-entrepreneurs

http://ideamensch.com/33-entrepreneurs-who-make-this-world-a-better-place/

Jean Baptiste Point DuSable: Enterprising Pioneer, the Father of Chicago, and Peacemaker

Overarching Theme: Architect and Builder of a Vision

Curriculum Goals

Engage young people in activities and experiences to gain tangible exposure to

the life and times of DuSable, known as the Father of Chicago.

Provide opportunities for young people to explore African American history

through the life and times of DuSable.

Foster in young people an appreciation for those who came before us and fought

to uphold the values of the United States (i.e., liberty, equality, justice, and

opportunity).

Lesson Module 2

Jean Baptiste Point DuSable, the Enterprising Pioneer:

The Influential Communicator Content Focus

Jean Baptiste Point DuSable was an enterprising pioneer who possessed a skill that many successful entrepreneurs have—strong communication skills. DuSable was an influential communicator who was also well versed in several Native American dialects. Chief Pontiac, an important Native American leader, asked him to arrange a peace treaty between the Ottawa, Miami, and Illinois tribes. DuSable eagerly arranged the meeting in order to restore peace between the tribes. When peace was restored, he gained the respect of all the Native Americans of the Midwest. In this skills-based lesson that is aligned to the Common Core State Standards (CCSS) and supports literacy development, students will analyze a variety of informational texts to learn about the diverse Native American tribes of the Midwest during the 1770s and DuSable’s role as an effective communicator who was able to bring about peace between the tribes. Students will also create a digital scrapbook about the indigenous tribes of the Midwest during DuSable’s time and learn how to employ effective communication skills as an act of peacemaking.

Grade Levels

6–12

Number of Instructional Minutes 120 minutes + 40 minutes for Extended Learning Activity

Skills-Based Standards

CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of

the subject under investigation.

CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a

primary or secondary source; provide an accurate summary of the source distinct

from prior knowledge or opinions. (Middle School)


primary or secondary source; provide an accurate summary of how key events or

ideas develop over the course of the text and make clear the relationships

among the key details and ideas. (High School)

CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts,

graphs, photographs, videos, or maps) with other information in print and digital

texts. (Middle School)

CCSS.ELA-Literacy.RH.9-12.7: Integrate and evaluate multiple sources of

information presented in diverse formats and media (e.g., visually, quantitatively,

and in words) to address a question or solve a problem. (High School)

CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate effectively in a

range of conversations and collaborations with diverse partners, building on

others’ ideas and expressing their own clearly and persuasively.

Lesson Goals

Increase students’ understanding of the significance of strong communication

skills to promote peace during times of conflict.

Increase students’ understanding of how Jean Baptiste Point DuSable used

effective communication skills to restore peace among the tribes.

Help students make connections between the past and present.


Conflicts may arise when different perspectives, due to diverse backgrounds,

exist.

Good communication skills can help transform and prevent conflict.

Questions for Exploration 1. What factors may have caused the Native American tribes in the Midwest during

the 1770s to have conflicts with each other?

2. How does one effectively communicate to mediate and prevent conflict?

Key Concepts

Backgrounds of the following tribes: Potawatomi, Illinois, Ottawa, Chippewa, and

Miami

Effective communication skills: engage in active listening, think about what others

are saying, avoid judgment, speak with encouragement

Instructional Resources Discovering DuSable Digitally: http://virtualdusable.com/index.html Native American tribes during the 1770s: http://www.lib.utexas.edu/maps/national_atlas_1970/ca000097.jpg Summarizing graphic organizer: http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf How Good Are Your Communication Skills: http://www.mindtools.com/pages/article/newCS_99.htm Families First—Keys to Successful Family Functioning: Communication: http://pubs.ext.vt.edu/350/350-092/350-092.html

Materials

LCD projector/screen or whiteboard

teacher computer with laptop and speakers

student computers

paper (notebook, loose-leaf, copier, construction)

journal/spiral-bound notebook (optional)

poster board/paper

notecards

LESSON PLAN

1. Hook: To introduce the lesson, discuss with students the fact that during the time

Jean Baptiste Point DuSable lived, there were diverse Native American tribes.

Each indigenous tribe had a unique culture, political structure, and social system.

Sometimes tribes would fight with each other over land and resources, and

sometimes they would agree to peace and engage in peace treaties with each

other. At the end of this lesson, students will learn about select Native American

tribes featured in the Discovering DuSable Digitally website

(http://virtualdusable.com/index.html): Potawatomi, Illinois, Ottawa, Chippewa,

and Miami. Students will also learn how DuSable used effective communication

skills to encourage these tribes to sign a peace treaty.

Have students observe a map of the major Native American tribes during the 1770s (http://www.lib.utexas.edu/maps/national_atlas_1970/ca000097.jpg). While observing the map, direct students to respond to the following questions:

Describe what you see.

What do you notice first?


http://www.lib.utexas.edu/maps/national_atlas_1970/ca000097.jpg


http://www.mindtools.com/pages/article/newCS_99.htm

http://pubs.ext.vt.edu/350/350-092/350-092.html


http://www.lib.utexas.edu/maps/national_atlas_1970/ca000097.jpg

What place or places does this map show?

Why do you think this map was made?

What could this map tell us about the period it depicts?

2. Building Background Knowledge/Informational Text Reading: Students will

learn about the distinct cultures, political structures, and social systems of select

Native American tribes (Potawatomi, Illinois, Ottawa, Chippewa, and Miami)

featured in the Indigenous People section of the Discovering DuSable Digitally

website (http://virtualdusable.com/index.html). Have students select one of the

Native American tribes included in the website, read the background information

provided for that tribe, and identify and record key details about that tribe using

the summarizing graphic organizer (to access the summarizing graphic

organizer, go to the following website:

http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf.)

Note: Teacher can also have students conduct additional research on the featured tribes and include that information on the summarizing graphic organizer. Students can begin their research by consulting the website links located in the Sources/Additional Resources section of this lesson.

3. Applied Learning Activity: Using the information from the summarizing graphic

organizer, students will create a digital scrapbook about the Native American

tribe that they have read about and researched. The digital scrapbook must

include images, words, and phrases that represent the tribe and should be based

on the information gathered from the Discovering DuSable Digitally website,

additional research (optional), and notes collected on the summarizing graphic

organizer. Students should be allowed to present their scrapbook page, focusing

on the following questions:

How were the Native American tribes similar? How were they different?

What factors may have caused these tribes to have conflicts with each other?

4. Building Background Knowledge: Share with students the fact that, as a result

of his effective communication skills, DuSable was able to restore peace among

Native American tribes in the Midwest during times of conflict. To introduce

students to the topic of effective communication skills, have them complete the

“How Good Are Your Communication Skills?” online test

(http://www.mindtools.com/pages/article/newCS_99.htm) and go over the results

of the test during a class discussion.



http://www.mindtools.com/pages/article/newCS_99.htm

5. Applied Learning Activity: For this activity, students will learn about effective

communication skills by participating in the speaker–listener–disrupter–observer

exercise and discuss the challenges that emerged during that dialogue.

Note: Students should be divided into groups of four. Each student should be assigned a role to play during the dialogue: speaker, listener, disrupter, or observer. Teacher writes the role on a notecard, gives each student a card, and tells the students that they are not supposed to share their role with their group members at any time before or during the dialogue. Then teacher directs students to begin a conversation about one of their favorite television programs, describing one of the episodes, sharing the reasons they like the program, and encouraging others to watch it. Students should participate in the conversation based on their role (i.e., the speaker will be the one telling the story, the listener should not speak but listen, the disrupter should interrupt at any chance that they can get, and the observer writes down their observations of the dialogue without speaking). Allow two to three minutes for the conversation. At the end of the conversation, students can disclose their role. Teacher should direct the observers to share their notes with the rest of the group and then go over the exercise by asking the students, “What made the conversation challenging? Why?” Then review the four effective skills of communication.

6. Role Play: Review the four effective skills of communication on the chalkboard,

whiteboard, or poster-sized paper:

Engage in active listening.

Think about what others are saying.

Avoid judgment.

Speak with encouragement,

After the skills are reviewed, have students participate in a role-playing exercise as either an observer or a participant so that each participant conducts a conversation by employing the four effective communication skills. Note: Those students who are not participating in the role-play exercise should observe and provide examples of the four effective communication skills evident in the conversation. Teacher should engage students in a discussion where they provide examples of when they saw each skill evident.

7. Film: Students will view the Discovering DuSable Digitally film Council House

(2:11) (http://virtualdusable.com/portfolio_feature.html) and identify and list

examples of the four effective communication skills (engage in active listening,

think about what others are saying, avoid judgment, and speak with

encouragement) that Jean Baptiste Point DuSable used as he talked to the

Native American leader Chief Pontiac.

http://virtualdusable.com/portfolio_feature.html

Note: Students should record their examples in a chart like the one below, and teacher should review the examples:

Engage in Active Listening

Think about What Others Are Saying

Avoid Judgment

Speak with Encouragement

8. Extended Learning Activity: Direct students to read the article “Families First—

Keys to Successful Family Functioning: Communication”

(http://pubs.ext.vt.edu/350/350-092/350-092.html) and write a reflective essay

(two to three paragraphs in length) that discusses how effective communication

skills mediate and prevent conflict and promote peace. The essay should include

examples from the Council House film, the article, and students’ personal

experiences.


Potawatomi: http://www.native-languages.org/potawatomi_culture.htm

Illinois: http://www.native-languages.org/illinois.htm

Ottawa: http://www.native-languages.org/ottawa.htm

Chippewa: http://www.native-languages.org/chippewa.htm

Miami: http://www.native-languages.org/miami.htm



Curriculum Goals


the life and times of Jean Baptiste Point DuSable, known as the Father of

Chicago.

http://pubs.ext.vt.edu/350/350-092/350-092.html

http://www.native-languages.org/potawatomi_culture.htm

http://www.native-languages.org/illinois.htm

http://www.native-languages.org/ottawa.htm

http://www.native-languages.org/chippewa.htm

http://www.native-languages.org/miami.htm





opportunity)

Lesson Module 3 Jean Baptiste Point DuSable

The Enterprising Pioneer: Adapting and Changing the Norm

Content Focus

Jean Baptiste Point DuSable was an enterprising pioneer who adapted to and changed the norms of his day. The unusual degree to which DuSable was accepted as a member of Potawatomi society was demonstrated when he was permitted to marry a Potawatomi woman named Kittihawa. Potawatomi women were generally forbidden to marry outside the tribe, to say nothing of marrying non-Indians. The two married in a traditional ceremony much later (in 1788), undertaking a second ceremony officiated by a Catholic priest. Kittihawa acquired the new name of Catherine, and they raised a daughter, Suzanne (or Susanne), and a son, Jean. In this skills-based lesson that is aligned to the Common Core State Standards (CCSS) and supports literacy development, students will analyze a variety of informational texts to learn more about Jean Baptiste Point DuSable’s ability to adapt to various environments and change the norms. Students will also be able to learn strategies they can put to practice that may help them become more adaptable by interviewing or researching a person who they believe is most adept at handling changes.

Grade Levels 6–12

Number of Instructional Minutes 115 minutes + 60–90 minutes for Extended Learning Activity



















range of conversations and collaborations with diverse partners building on


Lesson Goals

Increase students’ understanding of the significance of adaptability to change

norms.

Increase students’ understanding of how Jean Baptiste Point DuSable adapted to

various environments and changed the norms of his day.


Enduring Understanding

Diversity involves social, cultural, racial, and ethnic considerations.

Adaptable individuals are better able to handle change.

Questions for Exploration

1. What considerations need to be taken into account when it comes to

understanding diversity?

2. How does one become more adept at adapting to change?

Key Concepts

adaptability: the ability to change (or be changed) to fit changed circumstances

identity: the characteristics that best defines who a person is

diversity considerations:

1. social identity: the groups that we perceive that we belong to

2. culture: the shared values, beliefs, and norms of a group

3. race: groups that are based on physical characteristics and ancestral

heritage

4. ethnicity: shared customs of an ethnic group



Concept definition map:




Diversity Hunt game: http://www.uww.edu/learn/diversity/discoveryhunt.php

How Adept Are You at Adapting?: http://articles.latimes.com/1997-06-

23/business/fi-6239_1_adaptability-score

How to Be More Adaptable during Change:

http://www.changefirst.com/uploads/documents/newsletters/100607.htm

Materials



student computers



butcher paper or roll paper

markers

LESSON PLAN

1. Hook: Share with students the information that a significant characteristic of an

entrepreneur is the ability to be adaptable in diverse settings and change the

norm. For this lesson, students will examine how Jean Baptiste Point DuSable

made himself adaptable throughout his interactions with others. His adaptability

enabled him to gain respect from and access to the Native American tribes, as

exemplified by the fact that he married a Native American woman, an act that

was forbidden in the Potawatomi society at the time.

To begin this lesson, have students come up with a working definition for the concept “diversity” using the concept definition map (http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf) and allow time to go over the graphic organizer as a whole group discussion.

2. Building Background Knowledge: Review the diversity considerations (social

identity, culture, race, and ethnicity) with students and direct them to create an

identity chart that includes words and phrases that describes these

considerations. Allow time for students to share their identity chart with a partner.

http://www.uww.edu/learn/diversity/discoveryhunt.php

http://articles.latimes.com/1997-06-23/business/fi-6239_1_adaptability-score




After examining their own diversity considerations, have students explore their classmates’ diversity considerations by playing the Diversity Hunt game (http://www.uww.edu/learn/diversity/discoveryhunt.php). For this game, students walk around the classroom and find students who can initial the statement that best applies to them. Allow time to go over this exercise by asking the following questions:

What did you learn about someone else during this activity?

What did you learn about yourself during this activity?

3. Informational Text Reading: Using the About DuSable and Chronology

sections found on the DuSable in Detail page located on the Discovering

DuSable Digitally website (http://virtualdusable.com/index.html), have students

identify examples of Jean Baptiste Point DuSable’s diversity considerations

(social identity, culture, race, and ethnicity).

http://www.uww.edu/learn/diversity/discoveryhunt.php


Note: Students should record their examples on a chart like the one below, and teacher should review the examples:

Social Identity

Culture

Race

Ethnicity

Applied Learning Activity: Using the examples recorded on the chart above, have students create a body map that includes key words, phrases and images that identify Jean Baptiste Point DuSable’s diversity considerations.

Note: To create a body map, butcher or roll paper is needed. Have one student lie down on the butcher or roll paper and have another student trace the outline of that student’s body (it can be an outline of the whole body or just from the waist up). Teacher then directs students to put their key words, phrases and images inside the body of the outline.

4. Building Background Knowledge: Students will participate in a “Voting with

Their Feet” activity to test their level of adaptability. Have students line up in a

straight line. Read each question below; students whose response is “A” should

walk to the right side of the room, while students whose response is “B” should

walk to the left side of the room. After each question, students should be directed

to return to the line.

The Test Share with students the following: “This test is designed to measure the ease with which you can reach outside your areas of expertise and comfort to adjust to new circumstances, new people, and new life experiences.”

1. Do you think you are the kind of person who:

a. is easy to get to know and makes friends quickly?

b. reveals yourself gradually to others only after you know them well?

2. Do you think you are:

a. creative and an idea person?

b. a practical and down-to-earth person?

3. If you were planning on buying a business, would you be likely to:

a. discuss your plans with friends?

b. discuss your plans with business owners?

4. Do you consider yourself to have an:

a. average group of intermixed friends and acquaintances?

b. above-average group of intermixed friends and acquaintances?

5. When sitting next to a stranger on an airplane or in a waiting room of a

doctor’s office, are you more likely to:

a. initiate a conversation?

b. have a conversation after the other party initiates it?

6. Do you feel more comfortable:

a. with new and potentially better ways of doing things?

b. with tried and proven ways of doing things?

Note: Test questions were adapted from: Curtius, M. (1997, June 23). “How Adept Are You at Adapting?” Los Angeles Times. Retrieved from http://articles.latimes.com/1997-06-23/business/fi-6239_1_adaptability-score. To go over this exercise, have students write a one-paragraph response in a journal or notebook to the following question: Based on how you responded during this exercise, how good are you at adapting?

6. Film: Share with students the information that because Jean Baptiste Point

DuSable was adaptable, he gained respect from and access to the Native

American tribes, as exemplified by the fact that he was allowed to marry a Native

American woman, an act that was forbidden in the Potawatomi society at the

time. Show students the film “Meeting Kittihawa” (1:53) on the Discovering

DuSable Digitally website (http://virtualdusable.com/index.html) and ask them to

look for examples of how DuSable gained respect from and access to the

Potawatomi tribe.



7. Extended Learning Activity: Students will read the article “How to Be More

Adaptable during Change”

(http://www.changefirst.com/uploads/documents/newsletters/100607.htm) and

conduct an interview with or research a person who exemplifies the ability to

adapt to change. Complete the following chart based on either the interviewee’s

responses or the research findings:

Adaptability Chart

Characteristic Description Examples

Optimistic • Believes that the change will have positive outcomes

• Explains issues to him- or herself in a way that gives hope

Self-Assured • Believes in own capabilities • Is in control of change rather than the

change controlling you

Focused • Is able to prioritize • Pursues goals even in the face of

difficulties

Open to Ideas • Generates alternative ideas and solutions

• Prepares to use these ideas in practice

Seeks Support • Actively seeks support of others in times of change

• Sees value in seeking the views of others

Structured • Is able to make a plan for change for him- or herself

• Prepares to flex the plan

Proactive • Prepares to step out into the unknown • Takes the necessary actions to make

the plan happen

Note: Chart adapted from: ---. (2007, June). “How Do You Become More Adaptable during Change?” Changefirst.com. Retrieved from http://www.changefirst.com/uploads/documents/newsletters/100607.htm


Curtius, M. (1997, June 23). “How Adept Are You at Adapting?” Los Angeles

Times. Retrieved from http://articles.latimes.com/1997-06-23/business/fi-

6239_1_adaptability-score.





---. (2007, June). “How Do You Become More Adaptable during Change?”

Changefirst.com. Retrieved from

http://www.changefirst.com/uploads/documents/newsletters/100607.htm.




Curriculum Goals


the life and times of Jean Baptiste Point DuSable, known as the Father of

Chicago.





opportunity).

Lesson Module 4

Jean Baptiste Point DuSable

The Enterprising Pioneer: Leader during Challenging Times Content Focus

Jean Baptiste Point DuSable was an enterprising pioneer who demonstrated himself to be a leader during challenging times. The country was in turmoil due to the political and social conflicts between the British and American colonists. Native Americans were brought into the conflict and fought alongside British and American colonists for survival, land, and autonomy. An American colonel during the time of the Revolutionary War, George Rogers Clark, was credited with singlehandedly ensuring the American victory in the western phase of the war and also made it his mission to “stabilize,” infiltrate, and effectively recruit experienced French and friendly pro–American Indian fighting forces to battle the British. For DuSable, the conflict hit closer to home when Colonel George Rogers Clark asked to build and garrison a fort at Chicago and Jean Baptiste Point DuSable refused. Because of his refusal, he was charged with “treasonable intercourse with the enemy” and was imprisoned for the duration of the American Revolution. DuSable was a leader who had to make an unpopular decision during a challenging time in history. This is a skills-based lesson that is aligned to the Common Core State Standards (CCSS) and supports literacy development. Students will analyze a variety of informational texts to learn more about the events of the American Revolution; Jean Baptiste Point DuSable’s stance to not get involved in the conflict; and leadership skills that local, national, and international leaders demonstrate(d) during challenging times.

Grade Levels 6–12

Number of Instructional Minutes

110 instructional minutes + 120 minutes for Extended Learning Activity Skills-Based Standards




















Lesson Goals

Increase students’ understanding of those skills needed to be an effective leader

during challenging times.

Increase students’ understanding of Jean Baptiste Point DuSable’s role as an

enterprising pioneer who demonstrated himself to be a leader during challenging

times.


Lesson Understandings

Inspiring leaders affect history.

Leaders have the ability to tackle difficult issues assertively.

Sometimes leaders are called on to make unpopular decisions.

Questions for Exploration

How do leaders affect history?

What are characteristics of an effective leader?

How did Jean Baptiste Point DuSable demonstrate himself to be an effective

leader during a challenging time?

Key Concepts Characteristics of Effective Leaders — Effective leaders have the following characteristics and skills in common: they

have a vision,

possess strong communication skills,

have the ability to motivate others,

can exercise sound judgment during chaotic times,

can inspire others,

are committed,

set an example of desired behaviors,

and handle conflict well.



Materials



student computers



LESSON PLAN

1. Hook: To begin this lesson, teacher shares with students that Jean Baptiste

Point DuSable demonstrated himself to be a leader during challenging times.

Have students brainstorm characteristics of an effective leader and make

comparisons between the characteristics provided by the students and the

characteristics of effective leaders listed in the Key Concepts section.

2. Building Background Knowledge: To set the historical setting, direct students

to read the American Revolutionary War tab in the DuSable in Detail section of

the Discovering DuSable Digitally website (http://virtualdusable.org/index.html),

highlight ten key events during the war, and create a comic strip that depicts

those ten key events. For comic strip creators, have students go to one of the

following links:

ReadWriteThink: Student Materials: Comic Creator:

http://www.readwritethink.org/files/resources/interactives/comic/


http://virtualdusable.org/index.html


StripCreator: http://www.stripcreator.com/make.php

BitStrip: http://www.bitstrips.com/create/comic/

3. Film: Have students revisit the list of characteristics of effective leaders (have a

vision, possess strong communication skills, have the ability to motivate others,

can exercise sound judgment during chaotic times, can inspire others, are

committed, set an example of desired behaviors, and handle conflict), look at the

film “DuSable Meets Clark” (2:37) located on the Discovering DuSable Digitally

(http://virtualdusable.org/index.html) website, and provide examples of how Jean

Baptiste Point DuSable demonstrated effective leadership skills during

challenging times in a chart similar to the one pictured below:

Vision

Communication Skills

Motivate

Sound Judgment

Inspire

Commitment

Desired Behaviors

Conflict Management

4. Extended Learning Activity: Students will conduct research on a local, national

or international leader during a challenging time, noting their leadership skills and

accomplishments, and write a resume for that individual. Some examples may

include Nelson Mandela (revolutionary and former president of South Africa),

Mahatma Gandhi (leader of Indian nationalism), Abraham Lincoln (president of

the United States during the Civil War, 1860–1865), Harriet Tubman

(abolitionist), Ella Baker (civil rights leader), Eleanor Roosevelt (First Lady, 1933–

1945, and human rights advocate), Angela Merkel (chancellor of Germany), and

Ellen John Sirleaf (president of Liberia). Direct students to go to the following

websites for resume templates:

Microsoft Resume Template: http://office.microsoft.com/en-

us/templates/resume-TC102918880.aspx

Resume Genius:

http://resumegenius.com/?gclid=CNf1jseC2bgCFeoWMgodIHwALA

http://www.stripcreator.com/make.php

http://www.bitstrips.com/create/comic/

http://virtualdusable.org/index.html

http://office.microsoft.com/en-us/templates/resume-TC102918880.aspx




ReadWriteThink: Student Materials: Comic Creator:


StripCreator: http://www.stripcreator.com/make.php

BitStrip: http://www.bitstrips.com/create/comic/

Microsoft Resume Template: http://office.microsoft.com/en-us/templates/resume-

TC102918880.aspx

Resume Genius:


Learning Dimensions for DuSable Museum of African American History created the Discovering DuSable

Digitally curriculum. To contact Learning Dimensions, please e-mail [email protected]. For

more information on this educational guide or other educational materials related to DuSable Museum of African

American History, please contact Pemon Rami, director of educational and public programming, at

[email protected].

Lesson Module 5 Home Sweet Biome: Chicago’s Swampy Start

Content Focus

Thoughout these lessons the emphasis has been placed on Jean Baptiste Pointe DuSable the entrepreneur, the peacemaker, and the visionary. What is also important to his story is what drew him to this fascinating land that was called “Eshikagou” by the Indigenous people in the first place. This lesson module will explore how the diversity of the landscape, abundance of fur bearing animals, access to freshwater, rich soil, and natural resources led DuSable to settle in Eshikagou; a place he could call his own. In this skills-based lesson module aligned to the Common Core State Standards (CCSS) and supports literacy development, students will analyze a variety of informational texts to learn more about the landscape of Eshikagou and how DuSable was able to survive and thrive in this sometimes unforgiving landscape. Students will also participate in hands on activities that will encourage their understanding of the attributes that made Eshikagou the perfect place for a settler like DuSable.

Grade Levels 6–8

Number of Instructional Minutes 60 minutes + 120 minutes for Extended Learning Activity






http://www.stripcreator.com/make.php

http://www.bitstrips.com/create/comic/




mailto:[email protected]










Lesson Goals

Increase students’ understandings the landscape of early Chicago; namely the

resources that made the area so appealing to Jean Baptiste Point DuSable such

as the abundance of fur bearing animals, crop cultivation, and access to

waterways.

Increase students’ understandings on the biodiversity that existed and continues

to exist in this region of Illinois.

Understand the importance of habitats such as Wetlands and Prairie Grasslands.

Help students to make connections between the past and present.


The essentials to settling a region include access to fresh water, domesticated

animals, arable land, and assistance from others.

Entrepreneurs possess a mindset that motivates them to take risks and

overcome adversity.

Questions for Exploration 1. What is a habitat? What types of habitats exist in Chicago and Illinois?

2. How does one settle a region?

3. How were the waterways essential to the development of Eschikagou as Jean

Baptiste Pointe DuSable knew it?

4. What were the lasting legacies of Jean Baptiste Pointe DuSable’s efforts to tame

this region of Frontier Illinois?

Key Concepts

Settler — A person who goes to live in a new place where usually there are few

or no people. A person who has migrated to an area and established permanent

residence there, often to colonize the area. Settlers are generally from a

sedentary culture, and will be opposed or compared to nomads who share and

rotate their settlements with little or no concept of individual land ownership A

person in this role often desires to start a new and better life in a foreign land.

Also personal financial hardship, social, cultural, ethnic, or religious persecution,

political oppression, and government incentive policies aimed at encouraging

foreign settlement are all reasons that encourage settlers to strike out for new

land.



Illinois Vetmed:

http://vetmed.illinois.edu/wildlifeencounters/k4/lesson1/start_lesson.html

Illinos Department of Natural Resources:

http://www.dnr.state.il.us/orc/wildlife/what_is.htm

Riverlorian: http://www.riverlorian.com/illinoiswaterways.htm

Prairie Pages:

http://www.illinois.gov/ihpa/Research/Documents/Vol4n1TransportationPP.pdf

Illinois State Museum-State Symbols:

http://www.museum.state.il.us/exhibits/symbols/

US Geological Survey: http://water.usgs.gov/edu/watercycle.html

Materials

LCD projector/screen or white board

Teacher computer

Student computers

Paper (notebook, loose-leaf, copier paper, construction paper)

Poster board/paper

LESSON PLAN 1. Hook: To begin this lesson direct students to read and respond to the following

quote and question in their notebook/journal:

“There are two things that interest me: The relation of people to each other and the relation of people to the land”.

— Aldo Leopold, Author, ecologist, forester, and nature writer “For nowhere else on the North America continent can wildlife, in the Forests and beneath the waters of the river…be found in such a Variety of animals and birds and fish as along the Mississippi River’s course.”

---Hodding Carter, Journalist, Author

What do you think Aldo Leopold and Hodding Carter meant when they made these statements? Select a few students to share their responses to the above question to the rest of the class and engage students in a brief discussion based on their responses.

2. Building Vocabulary: Share with students that Jean Baptiste Point DuSable

was drawn to Eshikagou for the resources that the animal diversity, habitats, and

biomes Illinois had to offer. To assist students with furthering their understaning




http://www.riverlorian.com/illinoiswaterways.htm



http://water.usgs.gov/edu/watercycle.html

of the terms used above have them visit:

http://vetmed.illinois.edu/wildlifeencounters/k4/lesson1/start_lesson.html to get

clear definitions of these terms.

Habitat Biome Diversity Conservation Mammal Amphibian Reptile Next direct the students to use website to determine where the Grassland and Prairie and Wetland and Swamp Habitats are found in Illinois and have them plot these areas on the blank map of Illinois listed below Grassland and Prairie Habitat-Newton, Illinois (Southwest Illinois) Wetland and Swamp Habitat-Cypress Illinois (Southern Illinois)


3. Informational Text Reading: Now that students have an understanding of the

habitats and biomes of Illinois shift gears from the landscape to the animal

populations that drew Jean Baptiste Pointe DuSable to this region. Jean Baptiste

Pointe DuSable was a fur trapper/trader by trade so the animals that would have

been of interest to him would be the fur bearing animals of Illinois. To aid the

students in their understanding of the animal diversity of the Illinois region have

the students visit the following website to get an understanding of the different

animals that Jean Baptiste Pointe DuSable would have encountered during his

time as a fur trader. http://www.dnr.state.il.us/orc/wildlife/what_is.htm

4. Informational Text Reading: Early Chicago was certainly a land with a lot to

offer. Its location and natural resources encouraged settlers like Jean Baptiste

Pointe DuSable to make their way there. Have students write an advertisement

for “The Eshikagou Tribune” newspaper that convinces people in other parts of

the world to move to there. Encourage the students to describe the benefits of

the land and its location as well as the abundance of animals, crops, and

waterways. Have the students explain how these things supported a good

lifestyle. Encourage them to develop a catchphrase that describes Eshikagou.

Have students visit the following website for information on the natural resources

of Illinois. http://www.idnrteachkids.com/interactive/

5. Informational Text Reading: Now that students understand the biodiversity of

Illinois with regards to animals and their habitats, have children draw, on a blank

map of Illinois, the major waterways that Jean Baptiste Pointe DuSable would

have crossed while travelling from New Orleans Louisiana to Eshikagou. (These

waterways include the Mississippi River, Illinois River, Desplaines River, and the

Chicago River) To learn more about his journey visit the Chronology section

found of the Discovering DuSable Digitally website.

(http://virtualdusable.com/index.html), as well as the Riverlorian and Prairie

Pages websites to get a clear understanding of the waterways of Illinois.







6. Informational Text Reading: Students have discovered the varied habitats,

biomes, animals, and waterways that made Eschikagou the ideal place for Jean

Baptiste Pointe DuSable to call his own and establish his business and his home.

Direct students to write as short narrative or poem what made Illinois the perfect

place for Jean Baptiste Pointe DuSable. For information on the State Symbols of

Illinois encourage students to visit the Illinois State Museum-State Symbols

website. http://www.museum.state.il.us/exhibits/symbols/

7. Extended Learning Activity

To extend students’ learning on this topic, have them construct a biome in a baggie using Illinois’ State flower the Blue Viola. Blue Viola seeds are readily available at The Home Depot. This experiment ties in the importance of clean, fresh water and the life that the water supports. For information on the water cycle have students visit the US Geological Survey website. http://water.usgs.gov/edu/watercycle.html For materials and instructions for the biome in a baggie activity please see the instructions below

Biome in a Baggie Activity Materials Needed:

2 liter soda bottle, cut in half (by an adult, make one for each child) gallon-size re-sealable storage bag pebbles potting soil seeds Blue Viola or any other plant seed native to Illinois

Science behind the project: A biome is an ecological community, like a rainforest, desert, or prairie. This experiment will allow you to see how plants can grow in different conditions or environments. Instructions:

1. Pour pebbles into the bottom half of the soda bottle. The pebbles should be about a half an inch deep.

2. Pour some potting soil over the pebbles. Your biome should have about twice as much soil as pebbles.

3. Plant the seeds by making a trench down the center of the soil that's as deep as your fingernails.

4. Sprinkle a few seeds in the trench. 5. Cover the seeds up with soil. 6. Water the soil until you see the water collect at the bottom of the pebbles. 7. Put the biome in a plastic bag and seal it.

Science Fact: You won't need to water your seeds again because the water will recycle itself. The roots of the plant absorb the water and the

water travels up the stem to all the parts of the plant. When the water gets to the leaves, some of it evaporates. Some water also evaporates

from the soil. The evaporated water forms drops on the bag. This is called condensation. The condensation then falls back down to


http://water.usgs.gov/edu/watercycle.html

the ground, like rain. This is called precipitation. This is the water cycle-evaporation, condensation, and precipitation.

8. Put your biome in a sunny place and in about three to four days your plants should start growing.

Science Fact: The cool thing about a biome in a baggie is that everything your plants need is there. It's got water, nutrients from the soil, air from the bag, and it makes food from the sun. Ways to Experiment with your biomes: Change the amount of light and water different biomes get. This way you can see how your plants grow in different environments. Make sure to document different environments and growth! Examples: A rainforest is a hot, wet climate but doesn't have a lot of light. A desert is hot and dry and doesn't have much water. A prairie has medium amounts of light and water. Adapted from: http://pbskids.org/zoom/activities/sci/biomeinabaggie.html


Early Chicago: Jean Baptiste Pointe DuSable:

http://www.wttw.com/main.taf?p=76,4,3,2

Kid Zone: http://www.kidzone.ws/water/

Chicago: Swamp to City: http://www.chicagoportage.org/stc_units.htm

At home on the French Frontier:

http://exhibits.museum.state.il.us/exhibits/athome/1700/sideby/

Happenin’ Habitats: http://happeninhabitats.pwnet.org/what_is_habitat/habitat_types.php

Learning Dimensions for Dusable Museum of African American History created the Discovering DuSable Digitally curriculum. To contact Learning Dimensions, please email [email protected]. For more information on this educational guide or other Dusable Museum of African American History related educational materials, please contact Pemon Rami, Director of Educational & Public Programming, at [email protected].

http://www.wttw.com/main.taf?p=76,4,3,2

http://www.kidzone.ws/water/

http://www.chicagoportage.org/stc_units.htm

http://exhibits.museum.state.il.us/exhibits/athome/1700/sideby/

http://happeninhabitats.pwnet.org/what_is_habitat/habitat_types.php

Lesson Plan

Jean Baptiste Point DuSable: Enterprising Pioneer, the Father of Chicago and Peacemaker

Grade Level(s) 6–12

Unit and Time Frame 60 minutes + 120 minutes for Extended Learning Activity

Common Core Learning Standards


CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more

sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or

information of a primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge or opinions.

(Middle School)

CCSS.ELA-Literacy.RH.9-12.2: Determine the central ideas or

information of a primary or secondary source; provide an accurate

summary of how key events or ideas develop over the course of the

text and make clear the relationships among the key details and ideas.

(High School)

CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in

charts, graphs, photographs, videos, or maps) with other information in

print and digital texts. (Middle School)

CCSS.ELA-Literacy.RH.9-12.7: Integrate and evaluate multiple

sources of information presented in diverse formats and media (e.g.,

visually and quantitatively as well as in words) to address a question

or solve a problem. (High School)

CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate

effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly

and persuasively.

Lesson Goals Increase students’ understanding of the characteristics and challenges

of being an entrepreneur.

Increase students’ knowledge of the life of Jean Baptiste Point

DuSable, his migration to Chicago, and his path toward

entrepreneurship.

Help students make connections between the past and the present.

Materials/Resources LCD projector/screen or whiteboard


student computers



poster board/paper

Key Terms and Concepts

Entrepreneur: a person who accepts some sort of risk in order to pursue a

new venture. A person in this role is often characterized as innovative,

independent, optimistic, creative, a good communicator, and hardworking.

Entrepreneurial spirit: those characteristics that entrepreneurs possess

(such as passion, positivity, adaptability, leadership, and ambition) that

motivate an individual to take risks to pursue a new venture.

8. Hook: To begin this lesson, direct students to read and respond to the

following quotation and question in their notebook/journal:

“Entrepreneurs are not ‘born’ . . . rather they ‘become’ through the experiences of their lives.”

— Professor Albert Shapiro, Ohio State University

What do you think Professor Albert Shapiro from Ohio State University meant when he made this statement? Select a few students to share their responses to the above question with the rest of the class and engage students in a brief discussion based on their responses.

9. Building Vocabulary: Share with students that Jean Baptiste Point

DuSable was an entrepreneur. Through his determination, he

established a business in the middle of nowhere. He had the vision

and forethought to see the potential for the profitable exchange of

commerce in what would later be called Chicago. As a result of his

actions, his trading post for goods and supplies became the main hub

that inspired other settlers and indigenous groups to build permanent

settlements near his trading post and develop the region.

To assist students with furthering their understanding of the term “entrepreneur,” have them come up with a working definition of the term by reading the article “What Is an Entrepreneur? Are You One?” (http://www.forbes.com/sites/petercohan/2012/06/04/what-is-an-entrepreneur-are-you-one/) and completing a concept definition map (http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_




allgo.pdf). Allow time to review the various components of the concept definition map.

10. Informational Text Reading: Using the Discovering DuSable Digitally

website (http://virtualdusable.com/index.html), direct students to go to

the About DuSable link. Have students read the background

information provided in this section and create an identity chart for

DuSable.

Using the identity chart and the responses on the concept definition map, allow time for students to discuss how DuSable was an example of an entrepreneur.

11. Informational Text Reading: To learn more about DuSable’s journey

to what would later be called Chicago, have students chart the journey

that DuSable traveled. Using a map and the Chronology section found

on the DuSable in Detail web page on the Discovering DuSable

Digitally website (http://virtualdusable.com/index.html), direct students

to locate and label each location and identify the push and pull factors

that caused DuSable’s migration.

Note: The map could be a desk-size or larger map that can be placed on a prominent spot in the room.

12. Film: To learn more about DuSable’s journey from New Orleans, have



students view the film “Leaving New Orleans” (1:40) on the

Discovering DuSable Digitally website

(http://virtualdusable.com/index.html). While viewing the short film clip,

direct students to respond to the following questions:

What were the push and pull factors that caused DuSable to want to

leave New Orleans?

In what ways does DuSable exhibit an “entrepreneurial spirit”? Provide

specific examples from the film.

Allow time to review the responses to the questions above.

Assessment Concept and definition map, identity chart, map, response questions

Extensions (Homework, Projects)

Extended Learning Activity: To extend students’ learning on this topic,

have them conduct research to learn about three young entrepreneurs. After

conducting the research, students will create a digital presentation (using

PowerPoint or Prezi) that makes comparisons between the young

entrepreneurs’ actions and those of DuSable as well as examining the lasting

legacy of DuSable’s entrepreneurial efforts.
